Author Information
Mukul Saxena, Alliance University, IndiaSudipta Shaw, Indian School of Business, India
Abstract
Simulations allow students to engage with complex, real-world problems in a risk-free environment, facilitating effective learning experiences. However, concerns persist regarding simulation’s efficacy, validity, and alignment with educational objectives. There is an absence of academically accepted methodology for evaluating the learning environment of a simulation. To fill this absence, we propose a simulation approach, encompassing structural and educational design elements, which aim at fostering a conducive learning environment, learning experience and learning effectiveness. Structural design refers to the learning environment which integrates the course teaching and the simulation, while educational design is validated through learning effectiveness and experience. Emphasizing the importance of alignment with course objectives, assessments, and pedagogical strategies, we argue for the limitations of standalone simulations in achieving educational robustness. The approach was implemented in a public policy classroom which was tested by both students and external faculty. By empirically demonstrating the effectiveness of the simulation approach, we encourage public policy schools to adopt and use it in their classrooms as a pedagogical tool for an effective learning outcome. Given the complexity of public policy making, the approach enable participants to progressively transit from a zone of ambiguity to a decision point, by mapping the human dimension of decision making and problem-solving skills. The three policy challenges identified for the simulation were solid waste management (SDG 11), women entrepreneurship (SDG 5) and the provision of clean drinking water (SDG 3, 6). All the challenges were localized to Hyderabad, India. Slums were identified as the special interest groups.
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